Author Chad
Learning is a combination of a process (the development of knowledge and skills) and a product (the actual knowledge and skills obtained). A tool that is able to capture both would be beneficial. One concept that could help in the… Continue Reading →
We have all seen the movie or read that book that challenges us with the notion; significant changes (or innovations) come from big ideas. While inspiring, this is not necessarily the case in educational technology (or any technology for that… Continue Reading →
Thomas (2010) states, “The medium does not dictate the design” (p.185). As we use the medium of instructional design models and theories, one must ask, are we, as teachers and instructional designers, becoming too beholden to our structure? Thomas’ statement… Continue Reading →
A few weeks ago I wrote a blog post called “If it ain’t broke, break it”. In the post, I discuss how I fundamentally changed the way I am teaching. In this episode of the teachable podcast, I bring in… Continue Reading →
“Chad, can I talk to you for a second?” It was 2:15 pm. I use this time to get ready for my class the next day. I do my photocopying, get tests ready, come up with problems for the students,… Continue Reading →
Faux Punk Fatigue I’ve been teaching trades now for over nine years. I’ve got some pretty tried and true systems set up.
While apprenticeships in the trades have existed for thousands of years, formalized vocational education is a relatively new concept.
Kozma cited Simon and Glaser claim that educational technology is a design science (Simon, 1981, Glaser, 1976 as cited in Clark, 1994), not a natural science. Kozma (1994, p. 2) expresses that we, the people, the instructional designers need to… Continue Reading →
I was first introduced to Jesse Stommel by an article he wrote on his blog.
Below are the annotated bibliographies for the articles I will be using for my synthesis of the history of formalized vocational education in Canada.